本研究目的為探討七位不同專業背景（數理與非數理）的國小自然教師對科學教學與學習之覺察。教師覺察 (teacher noticing) 可分為三個歷程：注意、詮釋、決策，教師在科學課堂上關注了什麼，如何詮釋這個課室事件以及後續做出什麼教學決策。希望透過教師覺察的分析，可以理解不同背景教師對科學教學與學習的覺察，以利未來營造以學生為中心的學習情境。本研究方法以質性研究方式進行資料蒐集與分析，研究設計為拍攝一位焦點國小自然教師的教學過程並蒐集該課程學生作品，並由焦點教師主動記錄覺察時刻，再經研究者篩選覺察影片後進行每周晤談，其他六位參與教師則觀看焦點教師拍攝之覺察影片後進行晤談。透過以錄音與錄影的方進行資料蒐集，形成編碼架構後，再將訪談內容編碼、分析。本研究發現參與的國小自然教師，在教師覺察的三個歷程中，皆較聚焦於「科學教學方式」和「學生學習科學概念」兩面向，而其中數理背景之教師比非數理背景之教師能描述更細膩的發現，以及進行更多元的詮釋，給予的科學教學建議會針對科學概念。

The aim of this study was to explore teacher noticing of 7 elementary science teachers, with different majors (mathematical and non-mathematical), to the science and learning. Teacher noticing could be divided into three components: attention (what to attend to), interpretation (how to interpret the event), and decisions about the next step/s (how to respond afterwards). Through an analysis of teachers’ noticing to science teaching and learning, this study could deepen current understanding about noticing of teachers from different backgrounds and provide insight into how to create a student-centered learning environment. The study collected classroom recordings from an elementary school science teacher (target teacher) and students’ artifacts in the class. The target teacher identified her noticing moments from the recordings and was interviewed weekly. Then video clips of noticing were selected and used to interview the remaining 6 teachers. Qualitative research methods were employed for data analysis and the interview transcripts were then coded, sorted, and analyzed to generate findings. This study showed that elementary science teachers who participated in this study focus on the aspects of science instruction and students’ learning of concepts. Additionally, the teachers with mathematics and science backgrounds offered more detailed descriptions and more diverse interpretations of their noticing than teachers without a mathematics and science background did. Furthermore, the decisions or actions given by mathematics and science teachers focused more on scientific concepts.

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